Where is education? Arendt's educational philosophy in between private and public

Kloeg, Julien

doi:10.1111/1467-9752.12662

Journal of Philosophy of Education

2022

DOI: 10.1111/1467-9752.12662

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Where is education? Arendt's educational philosophy in between private and public

Julien Kloeg

Abstract: Arendt‐inspired philosophy of education has been a lively field of research in recent years. This research is mostly based on Arendt's essay ‘The Crisis in Education’. In the same historical context, Arendt wrote her initial essay on education, the controversial ‘Reflections on Llittle Rock’, and her political‐theoretical work The Human Condition. All three texts show Arendt's concern about the public realm and its capture by ‘society’, which she understands as discarding the distinction between private and pu… Show more

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Cited by 3 publications

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“… 2. Hannah Arendt (1961) was the first one to notice schools’ ‘intermediate’ placement between the private and the public. See also Kloeg (2022). …”

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Schools and the principle of non-intrusion into the private

Kannisto

2023

Theory and Research in Education

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In this article, I argue that parental privacy has often been given too much weight in theorising about justice at schools. Susan Okin famously stated that as the family serves as the children’s ‘first school of justice’,1 it should also be internally just. However, she agreed with John Rawls on that interfering directly within the family life, even in the name of equality and justice, would risk causing injustice to those who do not share these liberal ideals. I ask in what sense this principle of non-intrusion into the private should be extended over the school institution. If the principles of public justice and private morality came into conflict in school education, which set of principles should be given priority? I pose Rawls’ suggestion concerning children’s schooling against his depiction of the family and claim that these two are normatively at odds with each other. Of the two, the latter seems paradoxically to allow for more extensive public regulation and therefore his view of the school must be modified accordingly. Moreover, I revisit one of Okin’s main arguments that countering injustices requires active and explicated countermeasures where education plays a key role. Therefore, it is justified to prioritise principles of public morality, and teach related substantial values at schools, given that they accord with the demands of justice. Parental privacy applies to schools only in a limited sense.

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“… 2. Hannah Arendt (1961) was the first one to notice schools’ ‘intermediate’ placement between the private and the public. See also Kloeg (2022). …”

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confidence: 99%

Schools and the principle of non-intrusion into the private

Kannisto

2023

Theory and Research in Education

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“…It comes with a twin requirement: to allow the contribution of the students (as 'newcomers', in Arendt's parlance) to be expressed without preempting it, while also ensuring that what is new remains connected to the existing world. Delving more deeply into this is beyond the scope of this contribution, but Arendt's work on education offers specific if also at points controversial suggestions on how to thread this line(Kloeg 2022).…”

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Education as an Open Question

Kloeg

2023

JPBLHE

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In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey’s epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an ‘open question’ that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.

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Is there a place for friendship in education? Thinking with Arendt on friendship, politics, and education

Zamotkin,

Leiviskä

2024

Journal of Philosophy of Education

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In this paper, we examine the political and educational relevance of Hannah Arendt’s account of friendship. Drawing from Arendt’s central works on friendship, we offer a novel interpretation of the concept by connecting the notion with the idea of educational ‘love for the world’, amor mundi. With this interpretation, we seek to demonstrate that the concept of friendship has both direct educational and indirect political significance. Thereby, we distinguish our interpretation from two previous understandings of the educational relevance of the Arendtian notion of friendship—those by (1) Aaron Schutz and Marie G. Sandy, and (2) Morten T. Korsgaard—in which friendship is either assigned a specifically political role (as in (1)) or its significance to education is narrowly understood (as in (2)). We argue our interpretation of friendship offers both a new contribution to the understanding of the relationship between education and politics in the context of Arendt scholarship, and a novel way of thinking about the educational significance of friendship in the context of contemporary democratic politics, especially the prevailing political polarization.

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Where is education? Arendt's educational philosophy in between private and public

Cited by 3 publications

References 23 publications

Schools and the principle of non-intrusion into the private

Schools and the principle of non-intrusion into the private

Education as an Open Question

Is there a place for friendship in education? Thinking with Arendt on friendship, politics, and education

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